We encourage you to read the study on teachers’ occupational stress conducted by the Faculty of Education at the University of Warsaw on behalf of the Polish Teachers’ Union (Związek Nauczycielstwa Polskiego, ZNP).
The study involved 1,748 employees from 200 educational institutions across Poland. Its aim was to assess the scale of occupational stress among teachers and identify factors affecting their well-being.
The findings indicate that 50% of teachers experience high or very high levels of occupational stress, while 82% reported that there are days when they feel exhausted even before starting work. At the same time, the majority of teachers continue to perceive their profession as meaningful and professionally rewarding.
The study also highlights the concerning impact of stress on workforce stability in schools. As many as 72% of respondents were unable to state definitively that they intend to remain in the profession, while every fourth teacher is already taking active steps toward leaving the education sector.
Another important factor contributing to teachers’ workload is the ongoing digitalisation of educational processes. Although tools such as electronic gradebooks, messaging applications, and social media facilitate communication with students and parents, they also blur the boundaries between work and private life. Many teachers feel pressured to be constantly available, respond to messages outside working hours, and perform professional duties at times that should be devoted to rest. As a result, opportunities for psychological recovery are reduced, which contributes to chronic stress and a sense of overload.
The study indicates that the barriers to teachers’ well-being are systemic, with respondents citing such issues as low salaries, the instability of educational regulations, the implementation of reforms without adequate staffing and organisational support, excessive administrative burdens, and insufficient legal protection in conflict situations.
The authors of the report emphasise that effectively reducing occupational stress requires systemic solutions addressing education policy, school organisation, and support for teachers at different stages of their careers.
Detailed information about the study and the full report are available at the ZNP website.